This document provides guidance on using infographics in the classroom. It defines infographics as visual representations of information that can quickly explain complex topics. The document recommends using infographics because most people are visual learners and standards require integrating different media formats. It also notes infographics promote higher-level thinking and make learning fun. The rest of the document offers tips on finding, analyzing, and creating infographics as well as examples of apps and websites students can use to make their own.
Presentation shared with Colleges-University of Leicester Network Conference 16 June 2015. A look at Bring Your Own Device initiatives in comparison with institutionally-purchased-device initiatives, for mobile learning.
This presentation discusses strategies for helping students become proficient in creating infographics. Special emphasis is given to elementary school science.
Presentation shared with Colleges-University of Leicester Network Conference 16 June 2015. A look at Bring Your Own Device initiatives in comparison with institutionally-purchased-device initiatives, for mobile learning.
This presentation discusses strategies for helping students become proficient in creating infographics. Special emphasis is given to elementary school science.
Unpacking Steps 3 to5 of The Big Six Research Processekhoogestraat
This is a highly hyperlinked guide for teachers trying to get a handle on what the Big Six Research Process is and how it could be used as a teaching tool.
Using blogs as a core part of class activitySheila Webber
Presented at Sheffield University's Learning and Teaching Conference, January 2014 by Sheila Webber. I describe the use of team blogs as a core part of learning and teaching in a Masters-level module at the Information School, University of Sheffield.
Education of the 21st century MLIS student for technical agility.Steven MacCall
MLIS professors focused on health library education are continually faced with challenge of preparing their students for personal and social media technology use for entering an ever more sophisticated professional workforce. The objective of this paper is to describe identified barriers and the instructional strategies to overcome them in order to facilitate technological agility for the MLIS students taking a health librarianship course (LS534) at the University of Alabama School of Library and Information Studies (UA SLIS) between 2007 and 2012. "Technological agility" pertains to the capability of students to easily and invisibly ("without thinking about it") deploy networked personal and social technologies after course instruction on those technologies.
Since 2007, students enrolled the LS 534 Health Librarianship course at UA SLIS have received course instruction pertaining to the required adoption and use of networked personal and social technologies interwoven into the context of the pedagogical goals and various assignments of the course. Additionally, each student was required to compose an informal two page description of their impressions of the use of these technologies. This paper will report on the types of required networked personal and social technologies required for the course and how they changed during the period of the study (2007-2012). Additionally, results of a content analysis of the student impressions assignment over the time period will be presented with particular interest in evaluating comments related to agility defined as ease of use and invisibility.
Identified barriers to technological agility included the “why” question (why is this tool important?), reluctance in adopting technological innovation, and concerns relating to digital divide issues. Pedagogical methods included linking tool use to specific course communication needs, immersion after tool instruction, playful approach to interacting with technologies to minimize stress of adoption, and emphasis on importance of networked personal and social technologies in building distributed communities of colleagues. Also for those students who brought experience with personal technology and social media use to the course, stress was placed on the importance of understanding these technologies well enough to provide instruction on their use.
Preparing technologically agile MLIS graduates requires an understanding of barriers to adoption and pedagogical strategies for addressing these barriers.
Unpacking Steps 3 to5 of The Big Six Research Processekhoogestraat
This is a highly hyperlinked guide for teachers trying to get a handle on what the Big Six Research Process is and how it could be used as a teaching tool.
Using blogs as a core part of class activitySheila Webber
Presented at Sheffield University's Learning and Teaching Conference, January 2014 by Sheila Webber. I describe the use of team blogs as a core part of learning and teaching in a Masters-level module at the Information School, University of Sheffield.
Education of the 21st century MLIS student for technical agility.Steven MacCall
MLIS professors focused on health library education are continually faced with challenge of preparing their students for personal and social media technology use for entering an ever more sophisticated professional workforce. The objective of this paper is to describe identified barriers and the instructional strategies to overcome them in order to facilitate technological agility for the MLIS students taking a health librarianship course (LS534) at the University of Alabama School of Library and Information Studies (UA SLIS) between 2007 and 2012. "Technological agility" pertains to the capability of students to easily and invisibly ("without thinking about it") deploy networked personal and social technologies after course instruction on those technologies.
Since 2007, students enrolled the LS 534 Health Librarianship course at UA SLIS have received course instruction pertaining to the required adoption and use of networked personal and social technologies interwoven into the context of the pedagogical goals and various assignments of the course. Additionally, each student was required to compose an informal two page description of their impressions of the use of these technologies. This paper will report on the types of required networked personal and social technologies required for the course and how they changed during the period of the study (2007-2012). Additionally, results of a content analysis of the student impressions assignment over the time period will be presented with particular interest in evaluating comments related to agility defined as ease of use and invisibility.
Identified barriers to technological agility included the “why” question (why is this tool important?), reluctance in adopting technological innovation, and concerns relating to digital divide issues. Pedagogical methods included linking tool use to specific course communication needs, immersion after tool instruction, playful approach to interacting with technologies to minimize stress of adoption, and emphasis on importance of networked personal and social technologies in building distributed communities of colleagues. Also for those students who brought experience with personal technology and social media use to the course, stress was placed on the importance of understanding these technologies well enough to provide instruction on their use.
Preparing technologically agile MLIS graduates requires an understanding of barriers to adoption and pedagogical strategies for addressing these barriers.
LSE SADL workshop 4 - Managing your digital identity and the digital futureLSESADL
The final SADL workshop covers the differences between digital footprints and digital identity; how to social media is more connected to social networking, and how students can manage their digital footprint to promote a positive digital identity.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
7. Why should we use them?
• Approximately 65% of people are visual learners
• Information literacy standards are included in
ISTE NETS and Common Core: CCSS.ELA-Literacy.RI.6.7 Integrate
information presented in different media or formats (e.g., visually, quantitatively) as
well as in words to develop a coherent understanding of a topic or issue.
• They require a higher level of thinking (analyze
and create)
• They inject rigor into your classroom
• They are fun!!
8. Where do you find them?
Links:
http://dailyinfographic.com/
http://www.coolinfographics.com/
http://pinterest.com
9. How do you use them with students?
• Share one for a warm up to introduce topic
• Have students search for infographics on a topic
and share with the class
• Compare two infographics on the same topic
• Ask students to fact check infographics
• Have students create math problems using data
from an infographic
• Require students to locate and explain data from
an infographic
• Have students create their own!
15. Steps To Create an Infographic
1. Become familiar with the ways to visualize
data
2. Research and collect data and citations
3. Hand sketch a draft
4. Gather images and record citations
5. Pick colors and fonts based on message
6. Create infographic with citations
17. Step 2: Research and collect data
• Books
• DISCUS Articles
• Magazines
• Newspapers
• Web sites
• Use citationmachine.net to create MLA
citations.
18. Step 3: Hand sketch a draft
http://www.123rf.com/photo_11073871_hand-drawn-infographics.html
24. Colors to Avoid
• Red on green is hard for those with
colorblindness
25. Colors to Avoid
• If you want to use red, go for burgundy
instead
• Red causes an agitated emotional response
26. Colors Evoke Emotion
• Green makes the viewer feel involved with
topic
• Blue indicates a calm message
• Yellow is for hope and cheerfulness
• Purple is childlike, save for “light” topics
• Black indicates power
27. Fonts
• Type can express mood and emotion
• Do not use more than three different fonts
• Bookman, Garamond, and Times New
Roman are good for large blocks of text
• Arial and Comic Sans are good for headlines
• Make limited use of CAPITAL LETTERS
28. Step 6: Create infographic and cite
sources
• Power Point will be used to create the
infographic
• Rubric Overview
• Don’t forget citations
29. Power Point Tricks to Know
• Bring to Front, Send to Back
• Set color transparent
• Change slide orientation
• Create graphs in Excel and Paste in
• Save as JPEG
NY Times has a series with tips on how to make them, use them with classes, links to examples, a post for each subject with ideasKathy Schrock’s guide has video instructions, rubrics, links, online tutorials and moreFree Tech has reviews of sites, links to sites to create your own, links to cool infographics
